2017 Technological Innovation & Patents @ USPTO

http://memory.loc.gov/cgi-bin/ampage?collId=rbcmil&fileName=scrp2002603/rbcmilscrp2002603.db&recNum=0&itemLink=h?ammem/rbcmillerbib:@field(DOCID+@lit(rbcmiller002786))

This is an article about women during the progressive era responding to the problem of child labor. I would use this at the end of our discussion of the Progressives and ask students to figure out the ways that this reflects the progressive ideology, the issues and the actors during the era-- class and race figure in here, urbanization, the suffrage movement, the (limited) role of government, and the consequences of the development of industrial technology. 

I would either have students read this quickly and discuss it together, generating a list of connections they can make to the time period, or I might put this on an assessment and have students write about it to demonstrate their knowledge of the time period, specifically as it relates to the public role of women in the early 20th Century.

https://docs.google.com/document/d/1QnrbS11lWGWEm_xa7zKJNLu7ljfQHIiPVbuP4QTLCXM/edit?usp=sharing

Patent drawing of radiation containment by Enrico Fermi.  I plan to use this as an introduction to the Cold War by asking my kids to identify  the item based on just the drawing that they are looking at and how it connects to the Cold War. I am going to add photos of atomic explosions, ads for bomb shelters, and clips from Cold War newspapers to create a timeline walk to illustrate the change in world attitude to the Cold War.

https://docs.google.com/document/d/1QnrbS11lWGWEm_xa7zKJNLu7ljfQHIiPVbuP4QTLCXM/edit?usp=sharing

This is a device to serve as a trigger for a nuclear device. Also fascinating.

I would use the newspaper search (bingo) to have students look for issues of today and what was being written about 50, 100, 150 years ago on the same issue.  I would consider changing the search headings as are appropriate to the course of study. 

Have a good time.  

https://drive.google.com/drive/folders/0BzmBOWtrwHsUU0JrN0hwVGpBUDQ

As a hook to a lesson on the Stock Market Crash of 1929, 5th grade students will analyze five items:  two political cartoons, one photograph, one sound excerpt, and one newspaper.  Students will use the Primary Source Analysis tool to record observations, reflections and questions of these five items.

Political Cartoon

Political Cartoon 2

Photograph

Newpaper Headline

Audio of Crash (starting at :45)

Used this activity with my 5th graders today - huge hit !!!

https://drive.google.com/drive/folders/0BzmBOWtrwHsUU0JrN0hwVGpBUDQ

I absolutely loved the inventor in the box that Cynthia demonstrated. I would use this as a way to differentiate as well. Rigor could be increased with more red herrings or harder to connect images or the opposite. You could also include a few manipulates other than photos for the kinetic learners. include a youtube clip or an audio segment to engage those learners.  I could also see this as a quickie project where the students created a box and the other kids tried to decipher the contents. I see this as being across curriculum as well as using it inter-discplinary.  I enjoyed it, and think my students will too! 

An example might be to include a photo of Lewis Armistead's sword and photo/drawing of Pickett's charge, as I build. Perhaps you could add the music or lyrics to Dixie or the Battle Hymn of the Republic and engage students in multiple learning styles 

https://farm1.staticflickr.com/110/295046902_9610e382fd_z.jpg

https://www.loc.gov/item/2012647714/

https://www.loc.gov/notated-music/?q=dixie

On a second note I've done the timeline photos before, but I love the addition of a dictator to move them around. I've done this as a silent activity where the students try to place themselves without words, but by silent communication .

The Daily Gate City and Constitution-Democrat. April 10, 1920.

Image 10. Chronicling America: Historic American Newspapers.

http://chroniclingamerica.loc.gov/lccn/sn87057262/1920-04-

10/ed-1/seq-10

Last week I did a reading comprehension (author's purpose) using short passages. The students loved it and were very engaged. When I saw the above advertisment, Electrifying Your Home Now, I thought I would mix it into the gallery walk as an example of persuasion. I will look for other primary sources for informing and entertainment/express. 

I teach at a school named Tesla, so my focus will be on Tesla.  I will use the picture of Tesla's experimental station at Warden on the north shore of Long Island, and the excerpt fromm Tesla below about the station being torn down.  I will begin with the picture and do an observation, reflection, questions sheet.  Then I will do a close reading strategy with the segment, probably in the form of chunking.  Finally, I will end the lesson with the quote from Tesla that says, ""It is not a dream," he protested. "It is a simple feat of scientific electrical engineering, only expensive... blind, faint-hearted, doubting world.", with the idea that I will guide the studnets to draw the conclusion that Tesla was a man before his time, and he knew so.

Excerpt:

"On this occasion I would contradict the widely circulated report that the structure was demolished by the Government which owing to war conditions, might have created prejudice in the minds of those who may not know that the papers, which thirty years ago conferred upon me the honor of American citizenship, are always kept in a safe, while my orders, diplomas, degrees, gold medals and other distinctions are packed away in old trunks. If this report had a foundation I would have been refunded a large sum of money which I expended in the construction of the tower. On the contrary it was in the interest of the Government to preserve it, particularly as it would have made possible — to mention just one valuable result — the location of a submarine in any part of the world. My plant, services, and all my improvements have always been at the disposal of the officials and ever since the outbreak of the European conflict I have been working at a sacrifice on several inventions of mine relating to aerial navigation, ship propulsion and wireless transmission which are of the greatest importance to the country. Those who are well informed know that my ideas have revolutionized the industries of the United States and I am not aware that there lives an inventor who has been, in this respect, as fortunate as myself especially as regards the use of his improvements in the war. I have refrained from publicly expressing myself on this subject before as it seemed improper to dwell on personal matters while all the world was in dire trouble. I would add further, in view of various rumors which have reached me, that Mr. J. Pierpont Morgan did not interest himself with me in a business way but in the same large spirit in which he has assisted many other pioneers. He carried out his generous promise to the letter and it would have been most unreasonable to expect from him anything more. He had the highest regard for my attainments and gave me every evidence of his complete faith in my ability to ultimately achieve what I had set out to do. I am unwilling to accord to some small-minded and jealous individuals the satisfaction of having thwarted my efforts. These men are to me nothing more than microbes of a nasty disease. My project was retarded by laws of nature. The world was not prepared for it. It was too far ahead of time. But the same laws will prevail in the end and make it a triumphal success." 

https://www.loc.gov/item/95510992

This is the image from the Buffalo Bill's Wild West Show. There are several ways that I might use this, depending on the level of the class that I have.

1) Shout It Out - list the impressions that the students have of the picture and what they can spot in 2 minutes.

2) Primary Source Analysis - either whole group or as pairs.

3) Bingo - How quickly can you find each of the images shown on the image?

4) Quickwrite - How does this image show the history of the demise of the Wild West?

The 19th Amendment (from Chronicling America).

I plan on using this image to replicate Cynthia's "human timeline" activity to create a US/VA History review for the 11th grade state standadized test (SOL) using only primary sources from the LOC website.  This activity will require students to use their knowledge of understanding primary sources to identifiy events in US history and analyze documents to piece together the material they learned throughout the school year leading up to the state test. This activity also helps students practice analyzing primary sources including charts, graphs, pictures, quotes, etc. which are tested on the state SOL.  There are a number of ways to conduct this activity, but here are a few examples:

1) Since there will be a lot of documents (from the conception of America to present day) you could break the images up into time periods or themes and ask students to identify and order them.  Then, each group can share their resources.

2) The whole class can work together like we did to identify and order the events (this would require a lot of time and brain power).

3) Introduce a set number of images each class period to add to the timelime--this can be posted around the room continuously over the course of your entire review period.

I have a former student that works for a local company, Kreg Enterprises.  Kreg Enterprises is the inventor of the Kreg Jig.  Our school works closely with Kreg Enterprises.  I would like to have my former student come in and present a cross-curriculum lesson.  My former student could explain the history of wood working and cabinet making, and what the Kreg Jig did to solve the problem of visible screws when holding together two pieces of wood.  He can explain the original design and patent of the Kreg Jig.  He can then explain what the purpose is of his patent.  This would be great for a math class, and our industrial technology class.  We could even tie in our physics class and advanced scientific frontiers class.

Original Patent for the Kreg Jig

Patent Application From My Former Student

Leslie Hanna, science 8 at Rachel Carson Middle School

Virginia Standard PS11 Investigate and Conductors,Semiconductors, and Insulators

In 8th grade physical science, we explore a simple blinker circuit, trying to draw a schematic of what is observed on the circuit board, trying to identify parts of the circuit. A few interested students can build one after school (we have limited access to the soldering irons and kits, so not everyone builds one).

I would use the Gemini computer photo to provide a historical perspective, and would use it before the blinker circuit exploration (link below). I would use the LOC Primary Source Analysis Tool.

https://learninglab.si.edu/resources/view/82176

This computer was transferred from NASA to the Smithsonian in 1973. Info from the SI Learning Lab explains:

"This is an on-board guidance computer used in the Gemini program. In contrast to Mercury capsules, which had no on-board computing capability, Gemini spacecraft required an on-board computer to assist in rendezvous operations and in maneuvers to change its orbit. Both were necessary steps to lunar expeditions undertaken with Project Apollo.

The computer used discrete, solid state components and magnetic core memory. It was manufactured by IBM. This specimen is probably an unflown test article."

http://www.loc.gov/pictures/item/2010717742/ - Well, what are you going to do about it?, https://www.loc.gov/exhibits/african-american-odyssey/images/05/0509001r.jpg, and the http://www.loc.gov/teachers/primary-source-analysis-tool/ (PSA)

First, I would like to take this moment and opprotunity to thank Dr. Mitchell, Dr. Carlson, Cindy S., and Trey for a wonderful time and experience learning about the USPTO and how inventing and innovating is not as complex as I thought it was prior to this past Thursday.  WOW.  The opportunity to gain another tool for my chest of teaching strategies to share, impart, and facilitate small and whole group instructions in the teaching of Citizenship, U.S. History and American Government.

I will be using this illustration to gather my students in whole & small grooup discussions relating to becoming more of a "participatory citizen" in the U.S. society.  While using the PSA, I am attempting to develop critical thinking skills and get my students to reflect on moments when they were asked "well, what are you going to do about it" and "emancipation" and develop their own questions.  I also believe that the both the photo and psa can how stimulate Problem-based learning: getting my students to think about how they can active citizens rather than passive citizen.  Finally, to get my students to think about becoming inventors.

Women's Suffrage

I would like to create a Circle of View Points exercise with a excerpts from a phamplet from the Library of Congress collection called, "How it Feels to be the Husband of a Suffragette by Him."  

I would like to use the exercise to discuss the implications of challenging existing social constructs and protesting in United States history.  

How it feels to be the Husband of a Suffragette.- Library of Congress

http://www.loc.gov/pictures/item/2004665381/

I would use this photo of a store front the day after the attack of Pearl Harbor and use it with the circle of viewpoints activity  as an introduction to Japenese Internment.  Link to circle of viewpoints at Project Zero:  (http://www.pz.harvard.edu/resources/circle-of-viewpoints)

The last unit in my VA/US history curriculum is Civil Rights/Modern Era. I would love to share primary sources to help give greater understanding to the Civil Rights movement in the United States. Again, many of us have already articulated the inability of our students to fully realize how not-so-long-ago this truly was.  The Library of Congress has many images I would like to share to spark our conversation.

One that I think would be a great starter  - with "observe, reflect, question"  I think I would cut off the top portion of this picture so they couldn't read the caption and let students have some time to individually observe before they share their observations and prior knowledge about the Civil Rights Era with the class corporately. Then together we could draw reflections/assumptions and ask questions about this picture - in hopes of propelling us further in inquiry and understanding surrounding Civil Rights Era. 

One of the learning outcomes for second grade is for students to understand that over time in United States history,  innovations in transportation occurred.  These innovations led to changes over time.   The 'Stride of a Century' image is one that I can use at the start of this unit of study.  By using a series of questions that will focus the students' attention and guide them through analyzing the image, students will discover the modes of transportation of that time and ideally student questions will lead to a discussion on the transportation that we use today. 

https://www.loc.gov/item/93506699/

End of unit, assessment could be having students organzing in a timeline type of activity the various modes of transportation and/or showing this image again and asking if this print was created today, what would the artist add?  Students could create their own "Stride of the Centuries" or share what and where and what they would add to the image.   

Every year, we read Diary of Anne Frank and Night. Since both of these novels focus on World War 2 and Hitler's Germany, I think that it would be beneficial to pair images of things like the Bataan Death March and the Japanese Internment Camps with activities similar to "Circle of Viewpoints" in order to build a stronger global context. 

When discussing the role and responsibility of government in regards to matters of public heath (Pure Food and Drug Act and the Clean Water Act), I would ask them to justify the need for current programs and policies of our current government. Also, I would ask them to question that if in 1852, there was public knowledge about the dangers of lead in consumer products, then why such a long delay in the removal of lead-based products.

Lead vs. Zinc (Public Health)

New York Daily Tribune, February 25, 1852

http://chroniclingamerica.loc.gov/lccn/sn83030213/1852

https://www.loc.gov/item/2013563486

I would use this picture to introduce events of the Civil War along with reading excerpts from a piece of literature that tells the story of soldiers going to war and losing their limbs.

We would do an activity from Out of the Box from Cynthia's activity prior to going to the LOC to reseaarch people who may have survived but lost a limb. Then, as a conclusion, look at a patent in learning how prosthetic legs were developed.

Thanks for this opportunity to attend. I have learned so many great ideas I plan to incorporate in my 3rd grade social studies class.

I am starting the 1920's next week and plan to use a series of images from the USPTO website showing filed patents between 1865-1930. I plan to hange these on the wall as a gallery walk activity to solicit students observations and reflections from the following questions.

• How is technology changing in America?
• What do the patent numbers and dates indicate about the pace of progress?

This will serve as a summary to the rapid and unrelenting industrialization and technilogical progress which occurred in the late 19th and early 20th centuries. The 1920's reflect the final frenzy of progress before the halting collapse of industrial production associated with the Great Depression. Purpose will be both a review and preview activity.

One image of several to be used:http://pdfpiw.uspto.gov/.piw?Docid=1000000&idkey=NONE&homeurl=http%3A%252F%252Fpatft.uspto.gov%252Fnetahtml%252FPTO%252Fpatimg.htm

http://hdl.loc.gov/loc.pnp/pp.print

The picture of the burning of Richmond will benefit my students discussion of the why the city was burned. 

Wanted Poster - Nixon (Watergate)

https://www.loc.gov/item/2017646507/ 

I would use this image as an introduction to my lesson on Nixon.  I think it would grab the attention of students who maybe don't know much about Nixon and the Watergate scandal.  So I think showing it and then having discussions on why Nixon is on the poster, why has he not been apprehended, etc.

What stereotypes are portrayed in this image???

http://www.cnn.com/2015/06/03/opinions/newkirk-bronx-zoo-man-cage/

A little known tidbit about the St. Louis World's Fair of 1904. 

I would get primary sources regarding the 1939 World's Fair in New York such as this one of FDR at the opening:

https://www.loc.gov/item/94504611/

I would also incorporate this photo of our late U.S. Senator from WV - Jennings Randolph - who was to be presented with a (funny) award at the World's Fair.

http://www.worldsfaircommunity.org/topic/10342-picture-of-the-day/

I would want to find more images of Government officials at the World's Fair - including foreign leaders.  And then I would add posters and different images I could find that would tell the story of what was at the 1939 World's Fair.  Students would be divided into groups with different images and documents to help determine/piece together why it was important - and what countries were involved.  We might look at the political, social and economic benefits of the World Fair.

https://www.loc.gov/item/2003654393/

Civil Rights

Photograph shows a procession of African Americans carrying signs for equal rights, integrated schools, decent housing, and an end to bias.

Students will list their observations, make inferences, and devise questions while working in small cooperative learning groups using the LOC Primary Source Analysis Tool.  Special attention should be drawn to the vocabulary (integrated, bias, and equal rights) words on the signs.  Were African Americans truly free?  What bound them?  How does "separate but equal" play here?  Does equal mean the same thing for everyone?  How did perspectives impact society at this time?

Thank you for the opportunity to take part in this rewarding learning experience.  From it I've gotten so many ideas for all of my classes.  

In my Marketing class, I do a project where students work in groups to "create" a company and a product new to the market that they have to "sell" to the school.  The companies have to create an original logo.  In creating their logos, I'd have students check the USPTO database to be sure their logo ideas don't match ones already registered in the database.  

http://tmsearch.uspto.gov/bin/gate.exe?f=searchss&state=4804:ri5mdu.1.1 

Also, I would get students to use the patent classification system to give their new products a unique name using patent "language".  

https://www.uspto.gov/patents-application-process/search-patents 

In US History I, I want my students to do the Life in a Box lesson demostrated by Cynthia for the Harlem Renaissance. 

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/harlem-renaissance/pdf/teacher_guide.pdf